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A educação para valores na Educação Pré-Escolar e no Ensino do 1º Ciclo do Ensino Básico
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Abstract(s)
O presente Relatório de Estágio surge da análise e da reflexão das práticas pedagógicas desenvolvidas em contexto das unidades curriculares de Estágio Pedagógico I e II, inseridas no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Universidade dos Açores.
Este Relatório incide sobre o tema A Educação para Valores na Educação Pré-Escolar e no Ensino do 1.º Ciclo do Ensino Básico, debruçando-se sobre a importância da educação para valores nestes níveis de ensino.
A grande finalidade deste trabalho consistiu na (re)criação de um ambiente educativo que potenciasse a educação para valores das crianças/alunos, concebendo e criando espaços que, para além de promoverem o conhecimento e a compreensão axiológica das crianças/alunos, lhes possibilitassem a vivência de diferentes valores. Assim, para cumprir cabalmente as nossas finalidades, considerámos também ser pertinente compreender as conceções da educadora e da professora cooperantes e dos pais/encarregados de educação das crianças/alunos sobre a educação para valores.
Atendendo a estes propósitos, o Relatório inclui duas grandes partes que dialogam entre si. Na primeira parte, procede-se a uma reflexão sobre a educação, os valores, o currículo e as implicações educativas e pedagógicas de educar para os valores. Na segunda parte, realiza-se uma análise reflexiva sobre a práxis de educação para valores nos contextos da educação pré-escolar e do ensino do 1.º ciclo do ensino básico. Para o efeito, e para além de se refletir sobre as nossas próprias práticas, indica-se os objetivos que consubstanciam a realização deste Relatório e identifica-se as conceções e as representações dos educadores/professores e dos pais/encarregados de educação, dos contextos onde realizámos os estágios pedagógicos, sobre a educação para valores.
Neste Relatório de Estágio, conclui-se que a educação para valores deve ser perspetivada de um ponto de vista processual, sendo para tal fulcral não apenas ensinar, mas criar situações de aprendizagem promotoras de vivência dos valores por parte das crianças/alunos. O sucesso desta educação de valores como processo impõe uma relação dialógica da escola com a família e com a comunidade, configurando uma abordagem integrada que coloca a criança/aluno no centro do processo de ensino-aprendizagem.
ABSTRACT: This Traineeship Report is based on the analysis and reflection of the pedagogical practices developed in the context of the curricular units of the Pedagogical Stage I and II, inserted in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, of the University of the Azores. This Report focuses on the theme of The Education for Values in Pre-School Education and Basic Education, focusing on the importance of education for values at these levels of education. The main purpose of this work was to (re)create an educational environment that would empower the education for values of children/students, designing and creating spaces that, in addition to promoting axiological knowledge and understanding of children/students, allowing them to experience of different values. Thus, in order to fully fulfil our purposes, we also consider it pertinent to understand the concepts of the cooperating educator and the teacher and parents/guardians of children/students about education for values. For these purposes, the Report includes two large parties that dialogue with each other. In the first part, a reflection is made on education, values, curriculum and the educational and pedagogical implications of educating for values. In the second part, a reflexive analysis is carried out on the praxis of education for values in the contexts of pre-school education and the 1st cycle of basic education. To this end, and in addition to reflecting on our own practices, it is indicated the objectives that constitute the achievement of this Report and it is identified the conceptions and representations of the educators/teachers and the parents/guardians, of the contexts where we performed the pedagogic stages, about education for values. In this Traineeship Report, it is concluded that education for values should be viewed from a procedural point of view, and for that purpose it should not only teach, but also create learning situations that foster children's experiences of values. The success of this education for values as a process imposes a dialogic relationship between the school, the family and the community, forming an integrated approach that places the child/student at the center of the teaching-learning process.
ABSTRACT: This Traineeship Report is based on the analysis and reflection of the pedagogical practices developed in the context of the curricular units of the Pedagogical Stage I and II, inserted in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, of the University of the Azores. This Report focuses on the theme of The Education for Values in Pre-School Education and Basic Education, focusing on the importance of education for values at these levels of education. The main purpose of this work was to (re)create an educational environment that would empower the education for values of children/students, designing and creating spaces that, in addition to promoting axiological knowledge and understanding of children/students, allowing them to experience of different values. Thus, in order to fully fulfil our purposes, we also consider it pertinent to understand the concepts of the cooperating educator and the teacher and parents/guardians of children/students about education for values. For these purposes, the Report includes two large parties that dialogue with each other. In the first part, a reflection is made on education, values, curriculum and the educational and pedagogical implications of educating for values. In the second part, a reflexive analysis is carried out on the praxis of education for values in the contexts of pre-school education and the 1st cycle of basic education. To this end, and in addition to reflecting on our own practices, it is indicated the objectives that constitute the achievement of this Report and it is identified the conceptions and representations of the educators/teachers and the parents/guardians, of the contexts where we performed the pedagogic stages, about education for values. In this Traineeship Report, it is concluded that education for values should be viewed from a procedural point of view, and for that purpose it should not only teach, but also create learning situations that foster children's experiences of values. The success of this education for values as a process imposes a dialogic relationship between the school, the family and the community, forming an integrated approach that places the child/student at the center of the teaching-learning process.
Description
Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 17 maio de 2019, Universidade dos Açores.
Keywords
Cidadania Currículo Educação Pré-Escolar Ensino Básico (1º Ciclo) Valores Morais Education Values
Pedagogical Context
Citation
Bolarinho, Patrícia Arraial. "A educação para valores na Educação Pré-Escolar e no Ensino do 1º Ciclo do Ensino Básico". 2019. 195 p.. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2018. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/5143>.